Class: Junior Secondary School 2 (JSS2, JSS 2)
Term: 2nd Term
Week: 1
Age: 13 years
Duration: 45 minutes
Subject: Basic Science And Technology
Curriculum Theme: Basic Science
Previous Lesson:
Topic: Work, Energy And Power
Subject Matter: Meaning of work, energy and power, Concept of work, energy and power, Forms of energy (Heat, Light, Kinetic, potential etc.)..

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:
(a) Explain the meaning of work, energy, and power.
(b) Identify and describe different forms of energy.
Affective Domain:
(a) Demonstrate interest in exploring physical activities that involve work and energy.
(b) Show appreciation for the importance of energy in daily life.
Psychomotor Domain:
(a) Perform simple demonstrations showing work done on objects.
(b) Identify forms of energy from charts and real-life examples.
Social Domain:
(a) Participate actively in group discussions on energy use.
(b) Cooperate with peers during demonstrations.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum
Lagos State Unified Scheme of Work for Junior Secondary Schools
Britannica – Energy | Definition, Types, Examples, & Facts
Relevant Textbooks

Instructional Materials

The teacher will teach this lesson with the aid of:

Charts showing forms of energy
Pictures of moving objects
A small load (stone or book) for demonstration
Flashcards
Whiteboard and marker

Rationale for the Lesson

Understanding work, energy, and power helps learners recognize how physical activities occur around them and how energy drives daily life.

Prerequisite/Previous Knowledge

Pupils have basic experience observing moving objects, lifting items at home, and using forms of energy such as light, heat, and electricity.

Lesson Content/Board Summary

Lesson Content

Work, Energy and Power

Work

Work refers to the act of using force to move an object through a distance. If no movement occurs, work is not done.

The following are conditions for work to be done:

There must be the application of force.
The object must move in the direction of the force.
There must be a measurable distance covered.

Energy

Energy is the ability or capacity to do work or cause change. Every activity requires energy to take place.

These include the main forms of energy:

Heat energy
Light energy
Sound energy
Kinetic energy
Potential energy
Electrical energy
Chemical energy

Power

Power is the rate at which work is done or how quickly energy is used over time.

The following are examples of power in use:

A person running faster uses more power than walking.
An electric kettle boiling water quickly.
A machine lifting heavy loads in a short time.

Concept of Work, Energy and Power

These three concepts are related because work requires energy, and power measures how fast the work is done.

Examples include:

Lifting a bucket requires energy and work is done.
A generator uses fuel energy to produce power.
Pushing a wheelbarrow requires work and energy, while speed determines power.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Explanation, Demonstration, Visual Aids, Group Work

Instructional Procedures

To deliver this lesson, the teacher will adopt the following steps:

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher tells a short story about lifting a bucket of water and asks pupils when they feel they are doing work.
Pupils’ Activity: Pupils respond by giving examples.
Learning Point: Pupils become interested and curious about the concept of work.

Step 2: Meaning of Work, Energy and Power

Time: 10 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher explains the meaning of work, energy, and power, referring to the board summary.
Pupils’ Activity: Pupils listen and ask questions.
Learning Point: Pupils understand basic definitions.

Step 3: Forms of Energy

Time: 10 minutes
Teaching Skill: Demonstration
Teacher’s Activity: The teacher shows charts and pictures of various forms of energy and explains each.
Pupils’ Activity: Pupils identify forms of energy from the charts.
Learning Point: Pupils differentiate between types of energy.

Step 4: Relationship Between Work, Energy and Power

Time: 8 minutes
Teaching Skill: Discussion
Teacher’s Activity: The teacher discusses how work, energy, and power relate during everyday activities.
Pupils’ Activity: Pupils give examples from daily life.
Learning Point: Pupils understand how the three concepts are applied practically.

Step 5: Note-Taking

Time: 4 minutes
Teaching Skill: Writing
Teacher’s Activity: The teacher instructs pupils to copy the board summary.
Pupils’ Activity: Pupils write notes.
Learning Point: Pupils keep accurate notes.

Step 6: Evaluation/Review

Time: 6 minutes
Teaching Skill: Questioning
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

What is work?
Mention two forms of energy.
What is power?
Give one example of power in use.
How are work, energy and power related?
Pupils’ Activity: Pupils answer the questions.
Learning Point: Pupils’ understanding is assessed.

Step 7: Conclusion

Time: 2 minutes
Teaching Skill: Reinforcement
Teacher’s Activity: The teacher summarizes the lesson and reinforces key points.
Pupils’ Activity: Pupils listen attentively.
Learning Point: Pupils retain the major ideas of the lesson.

Lesson Keywords

Work – using force to move an object.
Energy – ability to do work.
Power – rate at which work is done.
Kinetic Energy – energy of moving objects.
Potential Energy – stored energy in objects.

Differentiation

Use diagrams for visual learners, physical demonstrations for kinesthetic learners, simplified explanations for slow learners, and extension questions for advanced learners.

Note for teachers using this lesson plan

Ensure pupils participate actively by using real-life examples around them. Encourage group discussions to deepen understanding.